Juan R.

Liwag Memorial High School

PREVENTION OF SCHOOL
VIOLENCE

A RESEARCH REPORT BY:

CYDNEY P. ESPINOZA

GRADE 10 SAMPAGUITA-B
ABSTRACT

No school violence prevention or safety program can be succeeded

without the inclusion of the related parties’ meaning-making strategies. This
qualitative study examines how school violence is understood by students and
teachers, who are the two primary parties in any school environment. 27 teachers,
one vice principal and 125 students from 4th to 8th grades from a public school
were asked to respond to open ended questions about their perceptions on the
nature of violence in their school including reasons and the possible ways of
prevention. Content analysis was used while analyzing the data. Integration of the
results into the existing school violence program was discussed.

The analysis identified student behavior variables related to three

measures of school violence: (1) personal behavior, such as being sent to the office
for misbehaving, parents being warned about behavior, or fighting with other
students; (2) victimization, whether having something stolen, receiving a drug
offer, receiving threats or harm; and (3) perception of violence indicated by student
responses to how they perceived violence problems in their school. Background
variables included in the analyses were sex, race/ethnicity, socioeconomic status
quartile, school type (public, Catholic, other religious private, nonreligious
private), and school community location (urban, suburban, and rural) .
Associations of school violence measures plus student background characteristics
on student achievement show that when the incidence of negative personal
behavior increases, there is a negative effect on achievement. Students
experiencing victimization and students' perceptions of violence in their schools
show lower levels of effect on achievement. Implications for school practices and
suggestions for future research are discussed.
INTRODUCTION

What is school violence?

What are the causes of
school violence? What are
the
effects of the school
violence? These questions
are what came to a person’s
mind when
dealing with such problem.
Many studies although differ
from one another indicates
that
one of the factors that
prevents the safety and
acquisition of full potential
of a student is
school violence.
One of the causes of school
violence in the Philippines is
the Filipino’s value of
“pakikisama” which occur in
school environment when a
student in the act being
united
with their peers is pressured
to do the same violent
behavior as their peers that
causes
violence against theire other
classmates. It starts with
“pakikisalamuha” or act of
mixing
in which they acquire the
same violent trait their peers
possesses, then
“pakikilahok” or
act of joining in which they
manifest the same violent
actions that their friends do
such
as bullying others then
“pakikibagay” or act of
conformity with their peers
in which they
acquire the negative
behavior of their friends.
Bullying is one of the major
causes for violence in
school. With the help of
power,
students go off their limits to
seek fun. This 5 minutes fun
can be dangerous if done in
wrong sense. Bullying a
person at a young age leaves
disturbing behaviour at the
end.
The child is nowhere ready
to face the world at times.
Adequate attention should be
given by school authorities
in such matters. Home
support should be there with
bullied
person. This is to ensure that
he or she is not alone if
something bad has
happened.
Punishing the bullying
person will not help. At
times if the bullying person
lacks in
maturity there are chances
where he can go to any
extent. This happens when
there is
lacking of maturity in the
bullying individual. If there
is no sense and presence of
mind in
the bullying person then he
can go in the other direction
which is unthinkable. He can
react in angry manner which
will result use of power for
violence. It will disturb
others in
different manner which can
be very hard to forget
mentally. He can vent out
his anger in
physical manner
Local and international studies have affirmed the alarming situation of
bullying and school violence involving Filipino children. The intensity of violence
has reached a disturbing rate that has pushed policy-makers to formulate bullying
prevention schemes. Despite organized attempts to make schools a safe
environment, this dilemma poses critical risks that call for aggressive and
determined actions to fight violence in schools.

One of the causes of school violence in the Philippines is the Filipino’s

value of “pakikisama” which occur in school environment when a student in the
act of being united with their peers is pressured to do the same violent behavior
their peers that causes violence against their other classmates. It starts with
“pakikisalamuha” or act of mixing in which they acquire the same violent trait
their peers possesses, then “pakikilahok” or act of joining in which they manifest
the same violent action that their friends do such as bullying others then
“pakikibagay” or act of conformity with their peers in which they acquire the
negative e behavior of their friends.

Bullying is one of the major causes for violence in school. With the
help of power, students go off their limits to seek fun. Bullying a person at a young
age leaves disturbing behavior at the end. The child is nowhere ready to face the
world at times. Adequate attention should be given by the school authorities in
such matters. Home support should be there with bullied person.

Punishing the bullying child will not be a help. At time, if the bullying
person lacks in maturity there are chances where he can go to any extent. This
happen when there is a lacking of maturity in bullying an individual. If there is no
sense and presence of mind in the bullying child then he/she can go in the other
direction which is unthinkable. Then the child would react in angry manner which
will results in the use of power for violence. It will disturb others in different
manner which can be very hard to forget mentally. The child can vent out their
anger in a physical manner.

REVIEW OF LITERATURE

This chapter provides review of related to the present study. These includes on
bullying problem, the problem of bullying, types and forms of bullying, the bully
and the bully victim, effects of bullying, school bullying in the Philippines, anti-
bullying act of 2013, factors of bullying, conceptual framework of the study and
the operational definition of terms.

Bullying Problem

“If there’s one goal of this conference, it’s to dispel the myth that bullying is just a
harmless rite of passage or an inevitable part of growing up. It’s not. Bullying can
have destructive consequences for our young people. And it’s not something we
have to accept” Barack Obama, Former United States of America President at the
Anti-Bullying Conference in the White House, March 10, 2011. He manifested that
living in this world make us equal if discrimination will diminish. Much more,
bullying is a form of aggressive behaviour manifested by the use of force or
coercion to affect others, particularly when the behaviour is habitual and involves
an imbalance of power. It can include verbal harassment, physical assault or
coercion and may be directed repeatedly towards particular victims, perhaps on
grounds of race, religion, gender, sexuality, or ability. A  form of youth violence;
as any unwanted aggressive behaviour(s) by another youth or group of youths who
are not siblings or current dating partner`s that involves an observed or perceived
power imbalance and is repeated multiple times or is highly likely to be repeated.
Bullying may inflict harm or distress on the targeted youth including physical,
psychological, social, or educational harm (Fact Sheet, 2016). Moreover, there had
been many definitions of bullying and it comes in many forms, shapes and sizes. It
is commonly defined as an adverse behaviour towards another with the deliberate
intent to harm, putting the targeted victim in a situation that is hard for him to
defend himself.  Though bullying  in  schools  and  universities  is  a  widespread
phenomenon,  the  common  subject  is  student-student bullying  or  teacher 
bullying  a  student.  Much has been researched about bullying in schools but it
only focuses on students and their rights.  No  attention  is  given  to teachers,  that 
they  themselves  could  be  victims  of bullying too (Tolentino, 2016). Likewise,
according to Domenech (2009), bullying is an ever-present problem in the lives of
school kids.

Bullying is an everlasting problem in the lives of school kids. It is a problem that

affects all students, the person who bully, those who are victims, and the persons
who witnesses to interpersonal violence. Bullying may include verbal and physical
assaults, threats, ‘jokes’ or language, mockery and criticizing , insulting behaviour
and facial expressions (Jan, 2015). It is a problem that affects ALL of our children
– those who bully, those who are victimized, and those who are witnesses to
interpersonal violence. Statistics on the rates of bullying and cyber bullying vary
between studies due to the measures used, the questions asked, and the population
studied. However, the general consensus is that one out of three children are
bullied at school, in the neighbourhood, or online and that one out of three children
bully others. Additionally, the rates of bullying vary considerably across countries.
Approximately 9% to 73% of students reported that they have bullied another
child, and 2% to 36% of students said that they were the victim of bullying
behaviour, prevalence rates ranged from 1% to 50% across 25 countries in Europe
and North America (Domenech, 2009).

Types and Forms of Bullying

Bullying is behaviour that includes the use of any physical, verbal, emotional, and
social or other means that triggered bullying.

Physical bullying. Any unwanted physical contact between the bully and the
victim. This is one of the most easily identifiable forms of bullying. Examples
include punching, pushing, kicking, teasing, fighting, etc. (Savage, 2016). It is
often dismissed as “horseplay” or “pretend” or “just a game” when challenged by
someone.  However  we  should  be  aware  that  such  “games”  could  be  a
precursor to physical assaults. Both boys and girls indulge in physical bullying,
boys perhaps more so, as they have a greater tendency towards physical
aggression.

Emotional bullying. Any form of bullying that causes damage to a victim’s

psyche and/or emotional well-being. Examples include spreading malicious
rumours about people, keeping certain people out of a “group”, the silent
treatment, etc. (Carthy, 2014).

Verbal bullying.Is any slanderous statements or accusations that cause the victim
undue emotional distress. Examples include profanity at a target, tormenting,
rumours, being laughed at; etc.it can leave children feeling angry, frightened, and
powerless (Savage, 2016).  When a child  is  unable  to  share  their  feelings  with 
someone  else  it  can  leave  them emotionally exhausted  and  bruised.  Verbal
attacks can be of a highly personal and sexual nature.  They  can  be  directed 
towards  a  child’s  family,  race,  color,  creed  or religion.  Malicious  rumours 
are  often  started  which are  an  indirect  form  of  bullying. When  any  of  this 
occurs  a  child’s  power  of  concentration  can  suffer  which  greatly affects their
ability to learn.

Social bullying.Types of bullying that usually done in our daily living. It includes
our daily interaction that makes us emotional unhealthy. The socialization process
may contribute a negative relationship if it is not tolerantly inclined. It includes
gossips, murmur and other nonprofessional causes that may cause harm to the
wellbeing of a person.

The Bully

The bully may form a habit or misunderstand that attack and bullying behaviour
are effective, they may commit more serious attacks, bullying behaviours and
criminal behaviours in the future. Likewise, bully may form a habit or
misunderstand that attack and bullying behaviours are effective, they may commit
more serious attacks, bullying behaviours and criminal behaviours in the future.
Peterson and Skiba (2001) believed that female’s students are more likely face the
problem and participated in the program for the minimization of bullying.
However, if  aggressive  behaviour  is  not  challenged  in  childhood,  then  there 
is  the danger  it  can  become  habitual.  Research indicates that bullying during
childhood puts children at risk of criminal behaviour and domestic violence in
adulthood (Monato, 2014).

The Bully Victims

The students often suffer from bullying behaviour at school are usually the ones
who cannot accommodate to collective life, being characterized by slow in action,
small and weak body building, reserved, wilful and unsociable personality. Hence,
these students are likely to be late, be in low self-respect and confidence, as well as
fall back on academic achievements, thinking lowly about themselves and looking
down upon themselves (Chiu, 2013). While people can have a natural aggressive
constitution, it is recognized that factors within  the home,  school  or  wider 
society  influence  the  development  of  aggressive behaviour.  Bullied refers to
the children who experienced bullying. It  can  become  habitual, if  aggressive
behaviour  is  not  challenged  in  childhood,  then  there  is  the danger.  Research
indicates that bullying during childhood puts children at risk of criminal behaviour
and domestic violence in adulthood (Carthy, 2014). Any child, through no fault of
their own may be bullied. Anything that sets the victim apart from the bully(s) may
be sufficient “justification” in the bully’s eyes. It can also be as simple as being in
the wrong place at the wrong time. It is now recognized that many  of  the negative
and  unsympathetic  characteristics that  are  often  ascribed  to victims  may  be 
the  result of long  term  bullying  rather  than  a  cause  of  bullying. Children who
are bullied tend to see the cause of bullying in themselves and feel or imagine that
there is something wrong with them (Monato, 2014). Therefore, it is now
recognized that many  of  the  negative and  unsympathetic  characteristics that 
are  often  ascribed  to victims  may  be  the  result of  long  term  bullying  rather 
than  a  cause  of  bullying. Children who are bullied tend to see the cause of
bullying in themselves and feel or imagine that there is something wrong with
them (Carthy, 2014).Moreover, Ouellet-Morin et al. (2011) show that bullied
children had lower and longer lasting cortisol response to stress than the
comparison group, and therefore this is an example of a study suggesting that
bullying invoke biological changes in victims with potential long-lasting impacts
(Nielsen, 2012).

Effects of Bullying
            Aggression is inherent both in humans and animals.  What makes humans
different is that they can bring the aggressive behaviors under control through the
education received for years. Particularly in their adolescence period, aggressive
behaviours of humans increase. There can be generally groupings among students
in adolescence. Sharing and having activities with  peers  in  a  group  are  very 
important  and preferential  for  adolescents  (Çivilidağ,  2013 as cited in Caby,
2016).Bullies defined as simply “forcing one’s way aggressively or by
intimidation,” the term may generally apply to any life experience where one is
motivated primarily by intimidation instead of by more positive goals such as
mutually shared interests and benefits. Many of the students who were bullied
reported experiencing severe emotional stress, with negative effects on their
schoolwork and school attendance. Interviews with educational leaders with whom
we shared our findings, confirmed the substantial degree of reported bullying
occurring in schools and the serious negative consequences and offered insights
(Rigby & Johnson, 2016). “All children have the rights to be protected from
violence, exploitation and abuse. Yet, millions of children worldwide from all
socio-economic background, across all ages, religions and cultures suffer from
violence, exploitations and abuse every day.

School Bullying in the Philippines

            It is now well established that bullying in school constitutes major problem
worldwide. Likewise, there have much news and stories regarding in the
Philippines; however, research in the phenomenon regarding bullying in the
Philippines is scarce. A study on bullying in Manila area done by Roman (2005).
The study features the catholic students and the research shows that 68% of bullied
victims showed negative actions that create negative consequences (Witkus, 2012).
On the other hand, apart from issues of values and perception of diversity;
violence, bullying and harassment can have a negative impact on the overall
wellbeing of the victim. An advocate from human rights NGO in the Philippines
explained “Tran’s children have a high risk-harm and suicide, and that come on
just from a comment which you hear throughout the day. That’s the worst part of
bullying.” Furthermore, apart from concern about harm self, there is also concern
about harm to others. In the context of the Philippine society, it seems quietly like
that, similarly to the primary socialization setting with in the family, schools as the
secondary socialization setting may be perpetuating gender stereotypes.

Anti-Bullying Act of 2013

            Bullying is prevalent to the society context of the Philippines. The Republic

Act 10627 or named as the Anti-Bullying Act of 2013 protects the right of
individual away from harm. Also known as an act requiring all Elementary and
Secondary schools ar the policies that adopt to prevent and address the acts of
bullying in their institution. This law had been approved by former President of the
Philippines Benigno C. Aquino III on September 12, 2013. This article founded the
implementation of the law as an active of the Department of Education (DepEd)
(Php. Congress, 2013).

What is school violence?

What are the causes of
school violence? What are
the
effects of the school
violence? These questions
are what came to a person’s
mind when
dealing with such problem.
Many studies although differ
from one another indicates
that
one of the factors that
prevents the safety and
acquisition of full potential
of a student is
school violence.
One of the causes of school
violence in the Philippines is
the Filipino’s value of
“pakikisama” which occur in
school environment when a
student in the act being
united
with their peers is pressured
to do the same violent
behavior as their peers that
causes
violence against theire other
classmates. It starts with
“pakikisalamuha” or act of
mixing
in which they acquire the
same violent trait their peers
possesses, then
“pakikilahok” or
act of joining in which they
manifest the same violent
actions that their friends do
such
as bullying others then
“pakikibagay” or act of
conformity with their peers
in which they
acquire the negative
behavior of their friends.
Bullying is one of the major
causes for violence in
school. With the help of
power,
students go off their limits to
seek fun. This 5 minutes fun
can be dangerous if done in
wrong sense. Bullying a
person at a young age leaves
disturbing behaviour at the
end.
The child is nowhere ready
to face the world at times.
Adequate attention should be
given by school authorities
in such matters. Home
support should be there with
bullied
person. This is to ensure that
he or she is not alone if
something bad has
happened.
Punishing the bullying
person will not help. At
times if the bullying person
lacks in
maturity there are chances
where he can go to any
extent. This happens when
there is
lacking of maturity in the
bullying individual. If there
is no sense and presence of
mind in
the bullying person then he
can go in the other direction
which is unthinkable. He can
react in angry manner which
will result use of power for
violence. It will disturb
others in
different manner which can
be very hard to forget
mentally. He can vent out
his anger in
physical manner
One of the causes of school
violence in the Philippines is
the Filipino’s value of
“pakikisama” which occur in
school environment when a
student in the act being
united
with their peers is pressured
to do the same violent
behavior as their peers that
causes
violence against theire other
classmates. It starts with
“pakikisalamuha” or act of
mixing
in which they acquire the
same violent trait their peers
possesses, then
“pakikilahok” or
act of joining in which they
manifest the same violent
actions that their friends do
such
as bullying others then
“pakikibagay” or act of
conformity with their peers
in which they
acquire the negative
behavior of their friends
METHODS

A cross-sectional survey questionnaire was conducted among class 1 and class 2

high school students for identification bullying. Research was planned as sectional
descriptive study. The questionnaire form was created by the experts after
literature survey. The questionnaire form prepared consisted of 2 sections. The first
section encompassed 7 items concerning sociodemographic characteristics of the
family, and the second section had 37 items related to the determination of
violence among peers. The questionnaire was administered to students in
collaboration with school counselors. In guidance of school counselors, after a
brief nondirective description, questionnaire was administered to students wishing
to participate as volunteers in the study. Total 6127 students agreed to participate
in the study. The questionnaire was performed in resting hours under the
supervision of school counselors in classrooms by students themselves. For
statistical analysis, SPSS for Windows 13.0 was used. Variables have been
presented on the basis of average and standard deviation and frequency (%).
Pearson chi-square TEST, Student's t-test, Spearman's correlation analysis,
univariate and multivariate logistic regression analyses were used. P-value < 0.05
was considered significant for all tests.
RESULTS

1. Sociodemographic Characteristics
Sociodemographic characteristics, and data related to the students participating in
the questionnaire survey were presented in Table Table11.

Table 1
Sociodemographic characteristics of students participating in the questionnaire
surveys.

Variables (N=6127) n (%)

Sex
Female 2879 (47)
Male 3248 (53)

Age (mean ± SD) 15.68±0.72

Parental unity (N=6072)

Deceased mother 24 (0.4)
Deceased father 168 (2.8)
Deceased parents 5 (0.1)
Separated parents 167 (2.8)
Cohabitation 5708 (94)

Education of the mother (N=6103)

 Variables (N=6127) n (%)

Illiterate 378 (6.2)

Dropped out of primary school 678 (11.1)
Primary school graduate 2908
Secondary school graduate (47.6)
Lycée graduate 853 (14)
University graduate 922 (15.1)
364 (6)

Education of the father (N=6094)

Illiterate 54 (0.9)
Dropped out of primary school 423 (6.9)
Primary school graduate 2046
Secondary school graduate (33.6)
Lycée graduate 1165
University graduate (19.1)
1470
(24.1)
936 (15.4)

Mother's occupational groups 371 (6.1)

Scientific and technical staff, independent business owners and other
related professions 56 (0.9)
Entrepreneurs, directors and upper level managers 21 (0.3)
Administrative and similar staff 10 (0.2)
Tradesperson and salesperson 84 (1.4)
Service sector employees 8 (0.1)
Employees in Agriculture/Farming/Forestry/Fishery/ Hunting sectors
 Variables (N=6127) n (%)

Non-agricultural employees and vehicle operators 588 (9.6)

Housewives 4972
Retired (81.1)
17 (0.3)

Father's occupational groups 1786

Scientific and technical staff, independent business owners and other (29.1)
related professions
Entrepreneurs, directors and upper level managers 464 (7.6)
Administrative and similar staff 61 (1)
Tradesperson and salesperson 165 (2.7)
Service sector employees 224 (3.7)
Employees in Agriculture/Farming/Forestry/Fishery/ Hunting sectors 155 (2.5)
Non-agricultural employees and vehicle operators
Unemployed 2057
Retired (33.6)
1040 (17)
175 (2.9)
A total of 6127 participants consisted of 2879 (47%) female, and 3248 (53%) male
students. Mean ages of the participants (15.68 ± 0.72 years; range: 14-17 years),
female (15.65 ± 0.76 years), and male students (15.71 ± 0.69 years) were also
determined. Among participants, mothers of 24 (0.4 %), fathers of 168 (2.8%), and
both parents of 5 (0.1%) students were deceased. Parents of 167 (2.8%) students
were living apart. Students' mothers (n = 2908, 47.6%) and fathers' education (n =
2046, 33.6%) was primary school in the most of the cases and there was
correlation between mothers and fathers' educational levels. (Spearman's
correlation cefficient rho = 0.571, p < 0.001). Mothers of the majority of the
students (81.1%; n = 4972) were housewives, and fathers of 17% (n = 1040) of the
students were jobless. Mothers of 922 students (15%) were housewives, while their
fathers were jobless as reported by the students themselves.

2. Students involved in Violence as Aggressors and Victims

Majority (96.7%; n = 5926) of the students were involved in bullying behaviours
as aggressors or victims. Most (95.8%; n = 5677) of the total of 5926 students
involved in bullying behaviours demonstrated physical aggressiveness (95.8%; n =
5677), emotional harassment (48.5%; n = 2875), and verbal assault (25.3%; n =
1499). While victims of these violent acts were subjected to physical (41.2 %; n =
2441), emotional (64.1%; n = 3801), and verbal abuse (47.3%; n = 2805) (Figure 
(Figure1).1). The probability of a male student being involved in violence was 8.4
times more frequent relative to a female student (95% of Confidence Interval =
5.5-12.8). Students whose mothers were businesswomen participated in violent
acts 1.6-fold more frequently than children of housewives (95% of Confidence
Interval = 1.05-2.43).
Figure 1

Distribution of students (n=5926) involved in violence as victims, and

aggressors.

a. Aggressors
The distribution of types of aggressive behaviour of the students according to
gender, and age groups were presented in Figure Figure2.2. When compared with
the female students, male students exerted physical violence, emotional assault or
verbal abuse more frequently (8.1, 2.6, and 3.1 times more often respectively; p <
0.001 for all types). Frequency of physical, emotional, and verbal violence
increased with age (p < 0.001). When compared with a student aged 14 years, a 17-
year old student resorted more frequently to physical (almost 2.2 fold increase; p =
0.01), emotional (1.6 fold increase; p = 0.01), and verbal (almost 2 fold increase; p
= 0.007) assaults (Table (Table22).
Figure 2

Types of bullying according to gender, and age.

Table 2
Results of multivariate logistic regression model of the association between three
types of aggressors and socio-demographic features.

Variables % p-value OR 95 % CI of OR

Physical aggressiveness

Gender
R
 Female 89.1
Male 98.5 < 0.001 8.110 5.944-11.066

Age 0.017
R
 14 87.2 – 1.0 –
15 94.6 0.006 2.104 1.239-3.573
16 94 NS 1.668 0.987-2.818
 Variables % p-value OR 95 % CI of OR

17 94.7 0.010 2.170 1.199-3.927

Education of the father 0.026

R
 Illiterate 90.7 – 1.0 –
Dropped out of primary school 97.1 0.010 4.414 1.429-13.630
Primary school graduate 94.1 NS 2.257 0.843-6.044
Secondary school graduate 95 0.039 2.883 1.057-7.866
Lycée graduate 93.2 NS 1.991 0.741-5.354
University graduate 93.6 NS 2.063 0.755-5.635

Mother's occupational status

R
 Housewive 93.7
Employee 95.9 0.003 1.637 1.182-2.267

Model chi-square = 291.652 p<0.001 Overall classification % correctly

94.1

Emotional aggressiveness

Gender
R
 Female 35.1
Male 58.6 < 0.001 2.617 2.357-2.906
 Variables % p-value OR 95 % CI of OR

0.008
36.3 – 1.0 –
Age 45.3 NS 1.290 0.903-1.842
R
 14 49.1 NS 1.418 0.993-2.023
15 50.7 0.010 1.636 1.124-2.381
16
17

Father's occupational status

R
 Service sector employees 39.4
Others 47.8 0.007 1.475 1.111-1.956

Model chi-square = 358.290 p<0.001 Overall classification % correctly

61.5

Verbal aggressiveness

Gender
R
 Female 14.1
Male 34.3 < 0.001 3.134 2.754-3.566
 Variables % p-value OR 95 % CI of OR

–
0.898-2.321
Age 14.9 < 0.001 1.0 1.106-2.850
R
 14 22 – 1.444 1.200-3.213
15 27.1 NS 1.776
16 27.2 0.017 1.964
17 0.007

Education of the mother < 0.001

R
 Illiterate 23.1 – 1.0 –
Dropped out of primary school 23.7 NS 1.055 0.775-1.436
Primary school graduate 22.9 NS 1.056 0.811-1.375
Secondary school graduate 26.5 NS 1.238 0.923-1.660
Lycée graduate 26.8 NS 1.266 0.947-1.692
University graduate 34.9 < 0.001 1.863 1.333-2.604

Model chi-square = 383.641 p<0.001 Overall classification % correctly

75.2

R - Reference category; NS - No significant

Verbal abuse was observed more frequently (34.9%) among students with
university graduate mothers. The probability of verbal violence was 1.5-1.9 times
higher among shoolchildren of university graduate mothers when compared with
the students whose mothers were of lower educational levels (p < 0.001).
The possibility of emotional bullying exerted by a student whose father working in
private/public service sector (employees in hotels, retailers, restaurants, night-
clubs, bars, patisseries, movie theaters, beauty salons, casinos, cleaners, etc) was
nearly 32.3% lower than a student whose father was employed in other sectors (p =
0.007).

Most (89%) of the children who didn't resort to brute force were not found to be
the perpetrators of violence in the neighbourhood. Fifty percent of the children
who were frequently or always bullying in school were also detected to exert
violence in the neighbourhood, (p < 0.001) (Figure (Figure3).3). Five percent of
the students (n = 305) indicated that they were carrying sharp, and cutting
instruments like pocket knives, and knives for the purpose of physical assault.
Eight percent (n = 253) of the boys, and 2.2% of the girls carried cutting-
penetrating instruments like knives, and pocket knives for the purpose of physical
assault (p < 0.001).

Figure 3
The frequency of resorting to violence.

b. Victims
The distribution of types of victimization related to physical, emotional, and verbal
infliction based on gender, and age of the students was presented in Figure 
Figure4.4. A male student was more frequently subjected to physical, emotional,
and verbal violence when compared with a female student (almost 2, 1.4, and 2
fold increase respectively; p < 0.001). The possibility of being a victim of physical
and verbal bullying decreased with age (p < 0.05). A 15-year-old student suffered
more frequently from physical (almost 1.3 – fold increase: p = 0.004), and verbal
(almost 1.2 – fold increase: p = 0.035) bullying compared to a 17 year-old student
(Table (Table33).

Figure 4

Types of victimhood associated significantly with age, and gender.

Table 3
Results of multivariate logistic regression model of the association between three
types of victimhood and socio-demographic features.

Variables % p-value OR 95 % CI of OR

Physical victimhood

Gender
R
 Fmale 31.7
Male 48.4 < 0.001 2.030 1.825-2.259

Age 0.028
14 38.4 NS 1.208 0.834-1.751
15 41.9 0.004 1.289 1.086-1.529
16 40.7 NS 1.163 0.982-1.377
R
 17 36 - 1.0 –
 Variables % p-value OR 95 % CI of OR

Education of the mother 0.008

R
Illiterate 42.4 - 1.0 –
Dropped out of primary school 45.9 NS 1.147 0.881-1.492
Primary school graduate 40.8 NS 0.953 0.760-1.194
Secondary school graduate 40.1 NS 0.922 0.715-1.189
Lycée graduate 36.3 0.045 0.773 0.600-0.995
University graduate 38.8 NS 0.835 0.617-1.129

Model chi-square = 198.478 p<0.001 Overall classification % correctly 60

Emotional victimhood

Gender
R
Fmale 58.5 < 0.001 < 1.422 1.278-1.583
Male 66.8

Education of the father 0.005

Illiteratee 69.8 NS 1.446 0.763-2.743
Dropped out of primary school 70.6 0.001 1.525 1.180-1.972
Primary school graduate 64.7 NS 1.176 0.999-1.385
Secondary school graduate 61.7 NS 1.028 0.858-1.231
Lycée graduate 60.5 – 1.011 0.852-1.201
R
 University graduate 60.3 1.0 –
 Variables % p-value OR 95 % CI of OR

Father's occupational status

R
Employee 62.1 0.034 1.171 1.012-1.355
Unemployed 66.1

Model chi-square = 68.920 p<0.001 Overall classification % correctly 62.9

Verbal victimhood

Gender
R
Female 36.6 < 0.001 2.040 1.840-2.262
Male 54.2

Age 0.038
14 35.4 NS 0.828 0.570-1.202
15 46.3 0.035 1.194 1.013-1.408
16 47.3 0.045 1.181 1.004-1.390
R
 17 42 – 1.0 –

Mother's occupational status 0.001 1.241 1.089-1.413

R
 Housewive 44.9
 Variables % p-value OR 95 % CI of OR

Employee 50.1

Model chi-square = 210.736 p<0.001 Overall classification % correctly

58.1

R - Reference category; NS - No significant

The probability of being a victim of violence was nearly 23% times lower for a
student having a lycee graduate mother rather than a schoolchild of an illiterate
mother (p < 0.05). A schoolchild of an employed mother was almost 1.2 times
more likely to suffer from emotional harassment than a child of a housewife (p =
0.001).
Illiterate fathers of 54.9% of schoolaged children were unemployed, while jobless
fathers of 30% of the students had dropped out during primary education.
Schoolchild of an unemployed father was almost 1.2 times more prone to be
victimized emotionally relative to a child of an employed father (p < 0.05).

Both Victimized and Aggresive students

A 41.7% of the physically aggressive students were also victims of physical
bullying, while 79.9% of emotionally offensive students were also suffered from
emotional harassment. Still 80.7% of the students who exerted verbal violence also
suffered from verbal abuse (Figure (Figure5).5). As compared with a female
student, male students were almost 2,2 times more likely to be both victim and
perpetrator of physical violence (95% Confidence Interval = 1.9-2.4), 2,3 times
more likely to be both victim and perpetrator of emotional assault (95%
Confidence Interval = 2.1-2.6) and 3 times more likely to be both victim and
perpetrator of verbal abuse (95% Confidence Interval = 2.5-3.4). As compared
with a 17-year-old student, a 15-year old student was almost 1.3 times more likely
to be both victim, and perpetrator of physical violence (95% Confidence Interval =
1.1-1.6). As observed in our investigation, the probability of being both victims
and perpetrators of physical aggression among schoolchildren of the mothers with
a lycée (35%) or university (37.1%) education was at a minimal level. A student
raised by a mother graduated from a lycée was 30.4% less likely to be both
executers, and victims of physical violence relative to those of illiterate mothers (p
< 0.05). ❑

Figure 5

Aggressiveness and victimhood grouped according to types of violence.

CONCLUSIONS AND DISCUSSION

Bullying in schools is an issue that continues to receive attention from researchers,

educators, parents, and students (4). This study focuses not only on the prevalence
of bullying, but also on those subsets of students who reported being the victims of
physical, verbal and/or emotional bullying.

Sociodemographic Characteristics
Our study population consisted of male students with a mean age of 15.68 ± 0.72
years (range: 14-17 years). As for sociodemographic properties, lower educational
level, possesion of a job of inferior quality have been revealed to be important
factors in the exertion of bullying behaviours (Table (Table1).1). Prevalence of
being both aggressors, and victims was reportedly higher among students aged
between 8-16 years. In a study conducted on 62 adolescents aged 16 years, 15% of
the male, and 7% of the female students demonstrated violent behaviours. Again,
72 adolescents (12%), 13% of boys, and 12% of the girls were detected to be
victims of violence, while 13 adolescents were both perpetrators, and victims of
violence. Persistency of being both perpetrators, and victims of violence was
investigated among adolescents aged between 8-16 years, and 18 of 38 girls at 16,
and 27 of 30 girls at 8 years of age were detected to be victims of violence.
Educational levels, socioeconomic status, composition of the families, and changes
in the marital status (divorce, re-marriage etc) were observed for a period of 8
years, and a correlation between being a victim of violence at 8 years of age, and
infliction of violence at age 16 could not be detected (9). In compliance with our
study, studies performed in Turkey have emphasized that demonstration of
violence was encountered mostly among adolescents aged 15-16 years (2,10).

Students involved in violence as aggressors or victims

Majority (99.2%; n = 3223) of male, and female (93.9%; n = 2703) students were
detected to be involved in one form of bullying behaviours as aggressors or victims
at one time of their lives. For a male student, the likelihood of being involved in
violent behaviours was detected to be nearly 8.4 times higher when compared with
a female student (p < 0.001). A statistically significant correlation was not found
between the involvement in violence, and age of the student, familial unity, level
of education, and occupation of the parents (p > 0.05). A total of 5926 students
involved in violence, demonstrated physical (95.8%; n = 5667), emotional (48.5%;
n = 2875), and verbal (25.3%; n = 1499) bullying behaviours. The students
involved in violence were also suffered from physical (41.2%; n = 2441),
emotional (64.1%; n = 3801), and verbal (47.3%; n = 2805) bullying behaviours
(Figure (Figure1).1). A survey conducted in 1994, 1998, and 2002 in Lithuania
detected that one in every 3 children were the victims of various types of violence
exerted regularly by their peers. (During all three surveys conducted in 1994, 1998
and 2002, about one in three students reported that they had been a victim of
regular bullying. A higher percentage of boys (36%) reported being bullied than
girls (32%, p < 0.05). This study demonstrated that students living in rural areas
were 1.5 times more frequently bullied than those in the cities, and 40% the boys
and 28% of the girls inflicted violence on their peers. When incidence rates of
bullying in different countries were examined, the highest rate was detected in
Lithuania, followed by Austria, Swiss, Germany, and Russia in decreasing
frequency (11-14).

Aggresors
The incidence of physical, emotional or verbal violence by a male student was
found to be higher (8.1, 2.6, and 3.1 times more frequent, respectively) in
comparison with a female student (p < 0.001). Usage of physical, emotional, and
verbal violence increased with age (p < 0.001). When compared with a student
aged 14 years, a 17-year old student resorted more frequently to physical (almost
2.2 – fold increase; p = 0.01), emotional (1.6 fold increase; p = 0.01), and verbal
(almost 2 fold increase; p = 0.007) assaults.

A concordance was detected between lower educational level of the family, and
verbal, physical, and emotional aggression. Students with employed parents were
found to be more prone to resort to physical bullying. In a study, 5% (n = 305) of
the students reported that they had carried cutting, and penetrating instruments
such as pocket knives, and knives with the intention of bullying. An 8% (n = 253)
of the boys, and 2.2% (n = 52) of the girls using physical violence carried cutting,
and penetrating instruments such as pocket knives, and knives for the intention of
bullying (p < 0.001). A survey among 500 children detected evidence of bullying
in 31.4% of the cases. In schools for girls, the incidence of bullying was detected
to be 18%, while it was 38.2% in coeducational mixed schools. The incidence of
bullying increased with age, and higher grades. Bullying was mostly encountered
in the form of verbal violence such as nicknaming, followed by abusive language,
rumoring, insult, and isolation Infliction of physical harm was seen at a rate of 16
percent. Feeling oneself badly, desiring to be left alone, and tearing his/her clothes
etc. were also observed. School phobia, vomiting, and sleeping disorders were seen
in these children. Frequently, headache was seen to be a cardinal symptom of girls,
and boys subjected to bullying behaviours (15).

Victims
Statistically significant correlations were seen between types of physical,
emotional, and verbal bullying and gender, and age of the students. The likelihood
of being a victim of physical, emotional, and verbal bullying was higher among
male students rather than female students (almost 2, 1.4, and 2 fold increase
respectively; p < 0.001). A study demonstrated that physical and verbal
victimization decreases with age (p < 0.05). Minimal degree of physical
victimization was observed among students whose mothers were lycée (36.3%), or
university (38.8%) graduates. The student whose parents had a lower level of
education carries a higher potential of being a victim of bullying. In the study
group where male students with a mean age of 13 consisted 50 % of the study
population, cases were attending primary (40%), secondary (26%) , and higher
levels of (34%) education These students were subjected to violence at least once
for a duration of one year. This incidence was 3 times higher than those found in
other studies. Male students were more frequently involved in bullying behaviours.
In higher education male students were more frequently involved in bullying
behaviours, while in primary, and secondary education there was no difference
between genders. The frequency of bullying behaviours decreased in higher
grades. Bullying was more frequently observed in families with separated parents
or in the absence of two biologic parents (16).

Students both as victims and perpetrators of violence

Many students were detected to be both victims, and perpetrators of physical
(41.7%), emotional (79.9%), and verbal (80.7%) violence (Figure 6).
Compared with a female student, the probability of being both perpetrator, and
victim of a physical, emotional, and verbal bullying for a male student was
increased by 2.2 (p < 0.01), 2.3 (p < 0.001) and 2.3 (p < 0.001) times, respectively.
The incidence of being a victim decreased with age. Among students whose
parents were lycée (35%) or university (37.1%) graduates, physical aggressiveness,
and victimhood have been observedly at a minimal level. Compared with a
schoolchild of an unemployed father, and a housewife mother, the child of
employed parents was 1.6-fold more likely to be both victim, and a perpetrator of a
verbal bullying (p = 0.001). According to investigations conducted in Italy, boys
were resorting to bullying more frequently than girls, while both genders were
becoming victims of violence with a similar incidence. Boys were more likely to
inflict direct physical aggression with the intent of causing physical harm, whereas
girls were more likely to inflict indirect forms of aggression with the intent of
causing psychological harm. However, there were no significant gender differences
in direct verbal aggression. Researches have indicated that bullying is often exerted
in the classrooms, but it is also encountered in other parts of the school, like
corridors, and rest rooms, as well. Overall, 56.7% of all students had never been
bullied in the last 3 months, 13.9% were bullied once or twice, 14.7% sometimes
and 14.7% once a week or more often. Girls tended to be victimized more
than boys; 34_5% of girls, and 24_8% of boys, had been victimized sometimes or
more often. Boys were significantly more likely to suffer from various types of
direct bullying, whereas girls were slightly more likely to suffer from indirect
forms of bullying (e.g. being rejected, rumours spread about them). Significant
differences emerged as for types of direct bullying, especially for being threatened
and marginally for being physically hurt. There were no significant gender
differences between direct verbal and indirect bullying; boys were almost as likely
as girls to suffer from indirect bullying. An 18.5 % of the girls, and 20.4 % of the
boys were subjected to bullying behaviours exerted by both girls, and boys. Over
half of all students had bullied others, and nearly half had been bullied in Italy.
Boys bullied more than girls, and girls were somewhat more likely than boys to be
bullied sometimes or more often (17).

In conclusion, a multidisciplinary approach involving affected children, their

parents, school personnel, media, non-govermental organizations, and security
units is required to achieve an effective approach for the prevention of violence
targeting children in schools as victims and/or perpetrators. In consideration of the
impact of child's familial, and environmental cultural factors, and school ambiance
on violence as well, educational efforts should be exerted both to eliminate
potential adversities and also prevent bullying behaviours in schools.
REFERENCES

https://rimmia.wordpress.com/2017/03/10/review-of-related-literature-by-val-
gabriel-asegurado/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3865123/

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